Thanks and acknowledgements
The authors and publishers acknowledge the following sources of copyright material and are grateful for the
permissions granted. While every effort has been made, it has not always been possible to identify the sources
of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be
happy to include the appropriate acknowledgements on reprinting.
Faber & Faber Limited, Greene & Heaton and Henry Holt & Co for the adapted text on p. 8: 'The Giordano
Painting' from Headlong by Michael Frayn. Copyright © 1999 Michael Frayn. Reproduced by permission of
Faber & Faber Limited, Greene & Heaton and Henry Holt & Co; The Independent for the adapted article on
p. 10: 'When the hippos roar, start paddling!' by Richard Jackson, The Independent 10 February 1996.
Copyright © Independent News & Media Limited; Telegraph Media Group for the adapted article on p. 12:
`The opera-lover turned crime novelist' by Michael White, The Sunday Telegraph Review, 23 March 2003; for
the adapted article on p. 38: 'Fake art meets real money' by William Langley, The Sunday Telegraph Review,
29 June 2003; for the adapted article on p. 64: 'Lights, camera action man' by Richard Madden, The Daily
Telegraph, 18 August 1998. Used by permission of Telegraph Media Group limited; Jonathan Hancock for
'Picture this ... with your mind's cyc' on p. IS: from Professional Manager, July 1998. Used by permission of
Jonathan Hancock; Taylor & Francis Books Ltd for the adapted extract on p. 33: 'How useful is the term
"non-verbal expression?"' from Communicating the Multiple Modes of Human Interconnection by Ruth
Finnegan. Copyright © 2002; and the extract 'A system to notate dance' on p. 61: from Labanotation by Ann
2005; and the adapted article on p. 93: 'Over-consumption' by Paul Wachtel
Hutchinson Guest. Copyright
from Political Ecology. Used by permission of Taylor & Francis Books Ltd; NI Syndication for the adapted
text on p. 36: 'Chocolate Cake Wars' by Chandos F.Iletson, The Sunday Times, 22 April 2000; and the
adapted text on p. 90: 'Travelling sensitively' by Mark Hodson, The Sunday Mlles Travel Magazine, 16
February 1997. Copyright © NI Syndication. Used by permission of NI Syndication; Keith Wheatley for the
text on p. 41: 'Offshore Vestments' from The Financial Times, How to Spend it, May 1998. Used by kind
permission of Keith Wheatley; Cathy Marston for the adapted extract on p. 59: 'A choreographer's diary' from
www.ballet.co.uk . Used by kind permission of Cathy Marston; Rupert Wright for the extract on p. 67: 'Mazes'
from The Financial Times, How to Spend it, October 2001. Used by kind permission of Rupert Wright;
Penguin Books Ltd for the adapted text on p. 87: 'Interviewing Londoners' from My East End, A History of
Cockney London by Gilda O'Neill (Viking Books, 1999, 200W Copyright Gilda O'Neill 1999, 2000.
Reproduced by permission of Penguin Books Ltd; Simon de Burton for the text on p. 88: 'After the Frisbee'

from Weekend Financial Times Magazine, Issue 55. Used by kind permission of Simon de Burton; Classic FM
Magazine for the adapted text on p. 99: 'How music was written down' by Jeremy Nicholas from Classic FM
Magazine, August 2004. Used with kind permission of Classic FM Magazine.

Colour secti o n
Alamy/Alex Segre p. C8 (b); Alamv/Blickwinkel p. C7 (b); Alamy/Chris Stock p. C12 (b1); Alamy/David
Frazier Photography p. C2 (r); Alamy/F1 Online p. C9 (b); Alamy/Image State p. C12 (tl); Alamy/Jordi Cami
p. C12 (tc); Alamy/Manfred Grebler p. Cl2 (tr); Aamy/Mark Gibson p. C4 (tr); Alamy/Peter Steiner p. C9 (tI);
Alamy/Steve Skjold p. C12 (br); Corbis/Andanson James/Sygma p. C4 (b); Corbis/Bam Lewis p. C8 (tr);
Corbis/Image 100 p. CI (tr); Corbis/Kevin Fleming p. C2 (H); Corbis/Macduff Everton p. CIO (b); Corbis/Paul
Thompson p. C12 (cl); Corbis/Roy Rainford/Robert Harding World Imagery p. C9 (cl); Corbis/Tetra Images
p. C7 (t); Daniel Goodchild/Photographers Direct p. C10 (tI); Getty Images/AFP p. CS (111); Getty Images/AFP
p. C9 (c); Getty Images/Bongarts p. CI (b); Getty Images/Lonely Planet p. CI (tI); Getty Images/News p. C9
(tr); Getty Images/Photographers Choice p. C9 (cr); Getty Images/Photonica p. C7 (c); Getty Images/Science
Faction p. C9 (br); Getty Images/Stone p. C8 (tI); Getty Images/Taxi p. C4 (t1); Getty Images/Taxi p. CS (br);
PA Photos p. C11 (b); Punchstock/Blend Images p. CIO (tr); Punchstock/Creatas p. C11 (tr);
Punchstock/Goodshoot p. CS (t); Roger Davies/Photographers Direct p. C11 (tI); Still Pictures/lwao
Yamamoto-UNEP p. C2 (t1); United States Geological Society p. C10 (inset).

Black and white section
Alamo/AM Corporation p. 63; Alamv/Foodfolio p. 36; Alamy/Skvscan Photolibrary p. 67; Science Photo
Library/Chris Butler p. 70

4


Contents
Thanks and acknowledgements
Introduction
Test 1


Test 2

Test 3

Test 4

S

Paper 1
Paper 2
Paper 3
Paper 4
Paper 5

Reading
7
Writing
16
Use of English
Listening
26
Speaking
.31

18

Paper 1
Paper 2
Paper 3

Paper 4
Paper 5

Reading
.3.3
Writing
42
Use of English
Listening
52
Speaking
57

-14

Paper 1
Paper 2
Paper 3
Paper 4
Paper 5

59
Reading
Writing
68
Use of English
Listening
78
Speaking
8.3


70

Paper 1
Paper 2
Paper 3
Paper 4
Paper 5

Reading
85
Writing
94
Use of English
96
Listening
104
Speaking
109

Visual materials for Paper 5
Test 1
Test 2
Test 3
Test 4

Paper 5 frames
Paper 5 frames
Paper 5 frames
Paper 5 frames


Key and transcript
Key and transcript
Key and transcript
Key and transcript

0)/Hur section

110

11.3
116
1 19
122

Marks and results
Test 1
Test 2
Test 3
Test 4

4

133
144
155
166

Sample answer sheets


177


Introduction
This collection of four complete practice tests comprises papers from the University of
Cambridge ESOL Examinations Certificate in Advanced English (CAE) examination; students
can practise these tests on their own or with the help of a teacher.
The CAL examination is part of a suite of general English examinations produced by
Cambridge ESOL. This suite consists of five examinations that have similar characteristics but
are designed for different levels of English language ability. Within the five levels, CAE is at Level
Cl in the Council of Europe's Common European Framework of Reference for Languages:
Learning, teaching, assessment. It has also been accredited by the Qualifications and Curriculum
Authority in the UK as a Level 2 ESOL certificate in the National Qualifications Framework. The
CAE examination is widely recognised in commerce and industry and in individual university
faculties and other educational institutions.
Council of Europe
Framework Level

UK National
Qualifications
Framework Level

CPE
Certificate of Proficiency
in English

C2

3


CAE
Certificate in
Advanced English

Cl

2

FCE
First Certificate in English

IV

1

PET
Preliminary English Test

BI

Entry 3

KET
Key English Test

A2

Entry 2

Examination


Further information
The information contained in this practice hook is designed to be an overview of the exam. For
a full description of all of the above exams including information about task types, testing
focus and preparation, please see the relevant handbooks which can be obtained from
Cambridge [SOL at the address below or from the website at: www.CambridgeESOLorg

Telephone: +44 1223 553997
University of Cambridge ESOL Examinations
Fax: +44 1223 553621
1 Hills Road

e-mail:
Cambridge CB I 2EU
United Kingdom
5


Introduction

The structure of CAE: an overview
The CAE examination consists of five papers.
Paper l Reading 1 hour 15 minutes

This paper consists of four parts, each containing one text or several shorter pieces. Viler(' are
34 questions in total, including multiple choice, gapped text and multiple matching.
Paper 2 Writing 1 hour 30 minutes

This paper consists of two parts which carry equal marks. In Part I, which is compulsory,
input material of up to 150 words is provided on which candidates have to base their answers.

Candidates have to write either an article, a letter, a proposal, or a report of between 1 80 and
220 words.
In Part 2, there are four tasks from which candidates choose one to write about. The range of
tasks from which questions may be drawn includes an article, a competition entry, a contribution
to a longer piece, an essay, an information sheet, a letter, a proposal, a report and a reyie\‘. l'he
last question is based on the set books. These books remain on the list for two years. look on
the website, or contact the Cambridge ESOL Local Secretary in your area for the up-to-date list
of set hooks. The question on the set books has two options from which candidates choose one
to write about. In this part, candidates have to write between 220 and 260 words.
Paper 3 Use of English 1 hour

This paper consists of five parts and tests control of English grammar and vocabulary. .1 - here
are 50 questions in total. The tasks include gap-filling exercises, word formation, lexical
appropriacy and sentence transformation.
Paper 4 Listening 40 minutes (approximately)

This paper consists of four parts. Each part contains a recorded text or texts and some
questions including multiple choice, sentence completion and multiple matching. There is a
total of 30 questions. Each text is heard twice.
Paper 5 Speaking 15 minutes
This paper consists of four parts. The standard test format is two candidates and two

examiners. One examiner takes part in the conversation while the other examiner listens. Roth
examiners give marks. Candidates will be given photographs and other visual and written
material to look at and talk about. Sometimes candidates will talk with the other candidates,
sometimes with the examiner and sometimes with both.

Grading
The overall CAE grade is based on the total score gained in all five papers. Each paper is
weighted to 40 marks. Therefore, the five CAE papers total 200 marks, after weighting. It is

not necessary to achieve a satisfactory level in all five papers in order to pass the examination.
Certificates are given to candidates who pass the examination with grade A, 13 or C. A is the
highest. D and E are failing grades. All candidates are sent a Statement of Results which
includes a graphical profile of their performance in each paper and shows their relative
performance in each one.
For further information on grading and results, go to the website (see page 5).
6


Test 1
PAPER 1 READING (1 hour 15 minutes)
Part 1
You are going to read three extracts which are all concerned in some way with providing a service.
For questions 1-6, choose the answer (A, B, C or D) which you think fits best according to the text.
Mark your answers on the separate answer sheet.

Fish who work for a living
Cleaner wrasses are small marine fish that feed on the parasites living on the bodies of larger fish. Each
cleaner Owns a 'station' on a reef where clientele come to get their mouths and teeth cleaned. Client
fish conic in two varieties: residents and roamers. Residents belong to species with small territories;
they have no choice but to go to their local cleaner. Roamers, on the other hand, either hold large
territories or travel widely, which means that they have several cleaning stations to choose from. The
cleaner \\misses sometimes 'cheat'. This occurs when the fish takes a bite out of its client, feeding on
healthy mucus. This makes the client jolt and swim away.
Roamers are more likely to change stations if a cleaner has ignored them for too long or cheated
them. Cleaners seem to know this: ila roamer and a resident arrive at the same time, the cleaner almost
always services the roamer first. Residents can be kept waiting. The only category of fish that cleaners
never cheat are predators, who possess a radical counterstrategy, which is to swallow the cleaner. With
predators, cleaner fish wisely adopt an unconditionally cooperative strategy.
1


Which of the following statements about the cleaner wrasses is true?
A They regard 'roamer' fish as important clients.
B They take great care not to hurt any of their clients.
C They are too frightened to feed from the mouths of certain clients.
D They are in a strong position as they can move to find clients elsewhere.

2

The writer uses business terms in the text to
A illustrate how fish negotiate rewards.
B show how bigger fish can dominate smaller ones.
C exemplify cooperation in the animal world.
D describe the way fish take over a rival's territory.

7


rest I

Extract from a novel

The Giordano painting

lbw 12

3

When he brings up the subject of the Giordano painting, the narrator wants to give Tony the
impression of being

A

B
C

D
4

cautious.
resigned.
mysterious.
casual.

What is the narrator referring to when he uses the expression 'tiny pill' in line 12?
A

B
C

D

8

4 Iwas up in town yesterday,' I tell Tony easily, turning
from
long
lon
study of the sky outside the window as if I'd simply been wondering
whether the matter was worth mentioning, 'and someone I was talking- to
thinks he knows someone who might possibly be interested.'

Tony frowns. 'Not a dealer?' he queries suspiciously.
'No, no — a collector. Said to be keen on seventeenth-century art.
Especially the paintings of Giordano. Izery keen.'
`Money all right?' Tony asks.
`Money, as I understand it, is far from being a problem.'
So, it's all happening. The words are coming. And it's not at all a had start.
it seems to me. I'm impressed with myself. I've given him a good spoonful
of jam to sweeten the tiny pill that's arriving next.
`Something of a mystery man, though, I gather,' I say solemnly. 'Keeps a
low profile. Won't show his face in public'
Tony looks at me thoughtfially. And sees right through me. All my
boldness vanishes at once. I've been caught cheating my neighbours! I feel
the panic rise.
You mean he wouldn't want to conic down here to look at it?'
`I don't know,' I flounder hopelessly. 'Perhaps . . . possibly .. :
`Take it up to town,' he says decisively. 'Get your chum to show it to him.'
I'm too occupied in breathing again to he able to reply. He misconstrues
my silence.
'Bit of a bore for you,' he says.

his shortage of precise details about the collector
his lack of certainty about the value of the painting
his concerns about the collector's interest in the painting
his doubts about the collector's ability to pay for the painting


Paper 1 Reading

The invention of banking
The invention of banking preceded that of coinage. Banking originated

something like 4,000 years ago in Ancient Mesopotamia, in present-day Iraq,
where the royal palaces and temples provided secure places for the safekeeping of grain and other commodities. Receipts came to be used for transfers
not only to the original depositors but also to third parties. Eventually private
houses in Mesopotamia also got involved in these banking operations, and laws
regulating them were included in the code of Hammurabi, the legal code
developed not long afterwards.
In Ancient Egypt too, the centralisation of harvests in state warehouses led to
the development of a system of banking. Written orders for the withdrawal of
separate lots of grain by owners whose crops had been deposited there for
safety and convenience, or which had been compulsorily deposited to the credit
of the king, soon became used as a more general method of payment of debts
to other people, including tax gatherers, priests and traders. Even after the
introduction of coinage, these Egyptian grain banks served to reduce the need
for precious metals, which tended to be reserved for foreign purchases,
particularly in connection with military activities.
5

In both Mesopotamia and Egypt the banking systems
A
B
C
D

6

were initially limited to transactions involving depositors.
were created to provide income for the king.
required a large staff to administer them.
grew out of the provision of storage facilities for food.


What does the writer suggest about banking?
A
B
C
D

It can take place without the existence of coins.
It is likely to begin when people are in debt.
It normally requires precious metals.
It was started to provide the state with an income.

9


Test I

Part 2
You are going to read a magazine article about hippos. Six paragraphs have been removed from
the article. Choose from the paragraphs A—G the one which fits each gap (7-12). There is one extra
paragraph which you do not need to use. Mark your answers on the separate answer sheet.

When the hippos roar, start paddling!
Richard Jackson and his wife spent their honeymoon going
down the Zambezi river in a canoe.
'They say this is a good test of a relationship,' said
Tim as he handed me the paddle. I wasn't sure that
such a tough challenge was what was needed on a
honeymoon, but it was too late to go back. My wife,
Leigh, and I were standing with our guide, Tim
Came, on the banks of the Zambezi near the

Zambia/Botswana border. This was to be the
highlight of our honeymoon: a safari downriver,
ending at the point where David Livingstone first
saw the Victoria Falls.

7
Neither of us had any canoeing experience.
Tentatively we set off downstream, paddling with
more enthusiasm than expertise. Soon we heard the
first distant rumblings of what seemed like thunder.
'Is that Victoria Falls?' we inquired naively. 'No,' said
Tim dismissively. 'That's our first rapid.' Easy, we
thought. Wrong!

8
The canoe plotted a crazed path as we careered
from side to side, our best efforts seeming only to
add to our plight. This was the first of many rapids,
all relatively minor, all enjoyably challenging for
tourists like us.

9
The overnight stops would mean mooring at a
deserted island in the middle of the river, where Tim's
willing support team would be waiting, having erected
a camp and got the water warm for our bucket
showers. As the ice slowly melted in the drinks,
restaurant-quality food would appear from a cooker
using hot coals. Then people would begin to relax, and
the day's stories would take on epic proportions.


I0

10
One morning, Tim decided to count the number of
hippos we saw, in an attempt to gauge the
population in this part of the river. Most of the
wildlife keeps a cautious distance. and we were
assured that, safe in our canoe. any potential
threats would be more scared of us than we were
of them - but we had been warned to give these
river giants a wide berth. They'd normally stay in
mid-stream, watching us with some suspicion.
and greeting our departure with a cacophony of
grunts.

11
Tim yelled 'Paddle!' and over the next 100 met res an
Olympic runner would have struggled to keep up
with us. The hippo gave up the chase, and although
Tim said he was just a youngster showing oh. our
opinion was that he had honeymooners on the
menu. That would certainly be the way we told t he
story by the time we got home.

12
At sonic times of the year, you can even enjoy a
natural jucuzzi in one of the rock pools beside the
falls. The travel brochures say it's the world's most
exclusive picnic spot. It's certainly the ideal place t

wind down after a near miss with a hippo.


Paper 1 Reading

A

B

Luckily we could make our mistakes in
privacy as, apart from Tim and another
couple, for two days we were alone. Our
only other company was the array of bird
and animal life. The paddling was fairly
gentle, and when we got tired, Tim would
lead us to the shore and open a cool-box
containing a picnic lunch.
If that was the scariest moment, the most
romantic was undoubtedly our final
night's campsite. Livingstone Island is
perched literally on top of Victoria Falls.
The safari company we were with have
exclusive access to it: it's just you, a
sheer drop of a few hundred metres and
the continual roar as millions of litres of
water pour over the edge.

C

There was plenty of passing traffic to

observe on land as well — giraffes, hippos,
elephants and warthogs, while eagles
soared overhead. We even spotted two
rare white rhinos. We paddled closer to
get a better look.

D

We had a four-metre aluminium canoe to
ourselves. It was a small craft for such a
mighty river, but quite big enough to
house the odd domestic dispute. Couples
had, it seemed, ended similar trips arguing
rather than paddling. But it wasn't just
newly-weds at risk. Tim assured us that a
group of comedians from North America
had failed to see the funny side too.

E

But number 150 had other ideas. As we
hugged the bank he dropped under the
water. We expected him to re-surface in
the same spot, as the others had done.
Instead, there was a sudden roar and he
emerged lunging towards the canoe.

F

Over the next hour or so the noise grew

to terrifying dimensions. By the time we
edged around the bend to confront it, we
were convinced we would be faced with
mountains of white water. Instead,
despite all the sound and fury, the
Zambezi seemed only slightly ruffled by a
line of small rocks.

G When we'd all heard enough, we slept

under canvas, right next to the river
bank. Fortunately, we picked a time of
year largely free of mosquitoes, so our
nets and various lotions remained
unused. The sounds of unseen animals
were our nightly lullaby.

11


I est

Part 3
You are going to read a newspaper article about a novelist. For questions 13-19, choose the answer
(A, B, C or D) which you think fits best according to the text. Mark your answers on the separate

answer sheet.

The opera-lover turned crime novelist
Ihrongh her series of crime novels, lInnia Leon

panache — mostly to the soundtrack ()t - grand

Donna Leon first launched herself as a crime writer
in 1991 with Death at La Fenice, which saw a conductor
poisoned in mid-performance at the Venice opera
house. 'It was an idea that kind of grew,' she says. 'I had
a friend at the opera house. One day we were
backstage, complaining about the tyrannical conductor
- and we thought it would be a laugh to make him the
victim in a crime novel, which I duly went off and wrote.
But that's all it was meant to be. I was lucky to be born
without ambition, and I had none for this book. Then I
sent it off to a competition, and six months later they
wrote back to say I'd won. I got a contract, and
suddenly I had a purpose in life, a mission.'
To hear her talk, you'd think that until Death at La
Fenice she'd been living in obscurity. Not so. She was
a well-known academic teaching English literature at
universities in the USA and Europe. But she found that
she wasn't really cut out for university life, and finally
decided to walk out on it. 'I'm a former academic,' she
says now through slightly gritted teeth. And it's
interesting that her literary reputation has been made
through a medium so remote from the one she used
to teach.
'You'd be surprised how many academics do read
murder mystery though,' she adds. 'It makes no
intellectual demands, and it's what you want after a
day of literary debate.' That said, Ms Leon is big
business. She sells in bulk, her books are translated

into nineteen languages and she's a household name
in German-speaking countries. 'All of which is
gratifying for me personally, and I don't mean to
rubbish my own work, but murder mystery is a craft,
not an art. Some people go to crime conventions and
deliver learned papers on the way Agatha Christie
presents her characters, but they're out of their minds.
I stay away from such events.'
Leon also stays away from most of the other
expected haunts of crime writers, like courtrooms and
police stations - 'I've only known two policemen,
neither of them well,' - which accounts for the absence
of technical legal detail in the books. What's more, the
few points of police procedure that appear are usually
invented - as, she admits, they're bound to be when
you set a murder series in a place where murders
never happen. 'Venice is small, compact, protected by
its geography - there's really not much crime.' Clearly

12

has bCCI1

solviv murders in I "chicc with (,Tretit

opera.
the key thing about her murder stories isn't credibility.
Predictability comes closer to the mark: setting a series
in a fixed location that the reader finds attractive, with
a constant cast of characters.

And that's what Donna Leon does. Her unique
selling point is Venice which, as the reviewers always
say, comes through with such vitality and
forcefulness in Leon's writing that you can smell it
There's a set cast of characters, led by a middle-aged
detective, Commissario Brunetti, and his wife is
disillusioned academic). Then there are her standard
jokes - often to do with food. Indeed, Leon lingers so
ecstatically over the details of lunch, the pursuit of
justice frequently gets diverted. The eating is a literary
device - part of the pattern of each novel, into which
she slots the plot. 'That's how you hook your readers,
who like a kind of certainty. And the most attractive
certainty of crime fiction is that it gives them what real
life doesn't. The bad guy gets it in the end.'
Indeed, when the conversation switches to Donna
Leon's other life, // Complesso Barocco, the opera
company she helps run, she talks about baroque opera
as though it were murder-mystery: fuelled by 'power,
jealousy and rage, despair, menace' which are her own
words for the sleeve notes of a new CD of Handel arias
by the company, packaged under the title The
Abandoned Sorceress. Designed to tour rare works in
concert format, // Complesso was set up in 2001 in
collaboration with another US exile in Italy, the
musicologist Alan Curtis. 'It started as a one-off. There
was a rare Handel opera, Arminio, that Alan thought
should be performed, and it became an obsession for
him until eventually I said, 'Do you want to talk about
this or do you want to do it?' So we did it. I rang a friend

who runs a Swiss opera festival. We offered him a
production. Then had eight months to get it together.'
Somehow it came together, and // Complesso is
now an ongoing venture. Curtis does the hands-on
artistic and administrative work. Leon lends her name
which 'opens doors in all those German-speaking
places' and, crucially, underwrites the costs. In
addition, her publishing commitments take her all
over Europe - where she keeps a lookout for potential
singers, and sometimes even features in the
productions herself: not singing ('I don't') but reading
the odd snatch from her books.


Paper 1 Reading

13

What is suggested about the novel Death at La Fenice in the first paragraph?
A
B
C
D

14

The second paragraph paints a picture of Donna as someone who
A
B
C

D

15

her avoidance of a fixed approach.
her injection of humour into her stories.
the clear moral message she puts across.
the strong evocation of place she achieves.

When Donna helped set up // Complesso Barocco,
A
B
C
D

19

she is able to imagine crimes being committed by unlikely characters.
she is unconcerned whether or not her stories appear realistic.
she has little interest in the ways criminals think and operate.
she manages to come up with imaginative new ideas for her plots.

Donna's greatest strength as a crime writer is seen as
A
B
C
D

18


she feels crime fiction should be considered alongside other types of literature.
she is pleased with the level of recognition that her own novels have received.
she regards her own novels as inferior to those of Agatha Christie.
she finds the popularity of crime novels amongst academics very satisfying.

Donna is described as an untypical crime writer because
A
B
C
D

17

has little respect for her fellow academics.
regrets having given up her job in a university.
was unsuited to being a university teacher.
failed to make a success of her academic career.

From Donna's comments in the third paragraph, we understand that
A
B
C
D

16

Donna based the plot on a real-life event she had witnessed.
Donna didn't envisage the work ever being taken very seriously.
Donna had to be persuaded that it was good enough to win a prize.
Donna embarked upon it as a way of bringing about a change in her life.


she didn't expect it to be a long-term project.
she saw it as more interesting than her writing work.
she had a fundamental disagreement with her main collaborator.
she was attracted by the challenge of the first deadline.

In what way is Donna important to // Complesso Barocco?
A
B
C
D

She provides essential financial support.
She oversees its day-to-day organisation.
She helps as a translator.
She organises the recruitment of performers.
13


Test I

Part 4
You are going to read an article about the human mind. For questions 20-34, choose from the
sections (A—E). The sections may be chosen more than once.
Mark your answers on the separate answer sheet.
Which section mentions the following?

things that you will not need if you adopt a certain mental technique

20


using an image of a familiar place to help you remember things

21

being able to think about both particular points and general points

22

things that you may not have a clear mental picture of

23

something which appears to be disorganised
annoyance at your inability to remember things
bearing in mind what you want to achieve in the future

26

an example of an industry in which people use pictures effectively

27

an everyday example of failure to keep information in the mind

28

the impact a certain mental technique can have on people listening
to what you say


29

an assertion that certain things can be kept in your mind more
easily than others
information that it is essential to recall in certain situations
being able to consider things from various points of view
things that come into your mind in an illogical sequence

33

remembering written work by imagining it in context

34

14


Paper 1 Reading

Picture this ... with your mind's eye
Trying to understand and cope with life, we impose our own frameworks on it and
represent information in different symbolic forms in our mind, writes Jonathan Hancock.
A

greatest orator in history, is reputed to have used this

Think of the mental maps you use to find your way

technique to recall complex legal arguments, addressing


around the places you live and work. Which way up do

the Roman Senate from memory for days on end. You

you picture towns and cities you know well? Which

can use it to remember all the employees in your new

details are highlighted, which ones blurred? Just as the

workplace, the jobs you have to do in a day, month or

map of London used by passengers on the Underground

year, subject headings for a complex piece of work, or the

is different from the one used by drivers above ground,

facts you need to have at your fingertips under

so your mental framework differs from that of other

pressurised circumstances.

people. We also use frameworks to organise more abstract
information. Many people say that they can visualise the
position of key passages in hooks or documents. Mention

"Hie system of combining images and ideas works so well


a point made by the author, and they can recall and

because it involves 'global thinking', bringing together

respond to it by picturing it in relation to other key

the two 'sides' of your brain. The left side governs logic,

points within the larger framework they see in their

words, numbers, patterns and structured thought — the

mind's eve. On a chaotic-looking desk, it is often possible

frameworks you build — and the right side works on

to see a mental picture of where the key pieces of paper

random thoughts, pictures, daydreams — the memorable

are and find a particular document in seconds.

imagery you fill them with. The fearless, imaginative
creativity of the child combines with the patterning,

B
We all have our own natural strategies for structuring
information, fir altering and re-arranging it in our
mind's eye. You can take control of your thinking by
increasing your control of the mental frameworks you

create. Since Ancient Roman times, a specific framing
technique has been used to improve memory and boost

prioritising, structured thinking of the adult. The
memory is activated with colours and feelings, as you
create weird, funny, exciting, surreal scenes; and the
information is kept under control by the organised
frameworks you design. Imagination is the key. You enter
a new dimension, dealing with information in a form that
suits the way the mind works. In this accessible form,

clarity of thought. The concept is simple: you design an

huge amounts of data can be carried around with vou.

empty framework, based on the shape of a building you

You never again have to search around for an address

know well, and get used to moving around its rooms and

hook, diary or telephone number on a scrap of paper.

hallways in your mind. Whenever you have information
to remember. you place it in this 'virtual storehouse'.

Your memory becomes a key part of your success, rather
than the thing you curse as the cause of your failure.

Whatever it is you are learning — words, numbers,

names, jobs, ideas — you invent pictorial clues to

E

represent each one. The mind prefers images to abstract

Bringing information into the field of your imagination

ideas, and can retain vast numbers of visual clues. Just as

helps you to explore it in greater depth and from

advertisers bring concepts to life with key images, you

different angles. Storing it in the frameworks of your

highlight the important points in a batch of information

mind allows you to pick out key details but also to see

and assign each of them an illustration.

the big picture. You can use your trained memory to
organise your life: to see the day-to-day facts and figures,

C
Memory and place are closely linked. Have you ever
walked upstairs, forgotten what you went for, but
remembered when you returned to where you were
standing when you first had the thought? When you are

trying to learn new infrmation, it makes sense to use the
mind's natural tendencies. In your mind, you return to
the imaginary rooms in your 'virtual storehouse', and
rediscover the i mages you left there. Cicero, perhaps the

names, times and dates, but also to keep in touch with
your long-term goals. By understanding the way your
mind works, you can make yourself memorable to
others. Give your thoughts a shape and structure that
can be grasped and others will remember what you have
to say. You can take your imaginative grasp of the world
to a new level and, by making the most of mental frames,
you can put the information you need at your disposal
more readily.

15


rest 1

PAPER 2 WRITING (1 hour 30 minutes)
Part 1
You must answer this question. Write your answer in 180-220 words in an appropriate style.
1 You are studying at a college in Canada. Recently you and some other students attended a
two-day Careers Conference. As the college paid for you, the College Principal has asked you
to write a report about the conference. You and the other students have discussed the
conference and you have made notes on their views.
Read the conference programme together with your notes below. Then, using the
information appropriately, write a report for the Principal explaining how useful the
conference was and making recommendations for next year.


CAREERS CONFERENCE
Vancouver Hall
Friday - Sunday, Yarn-6pm
Exhibition - over 100 different jobs
Talks on wide range of careers
Experts available to give advice

Notes on students' views:
- exhibition great
- some talks good
- not enough people to answer questions
- better for science students than e.g. language or
history students

Now write your report for the College Principal, as outlined above. You should use your own
words as far as possible.

I6


Paper 2 Writing

Part 2
Choose one of the following writing tasks. Your answer should follow exactly the instructions given.
Write approximately 220-260 words.

2

You have seen the following announcement in an international magazine.


FASHION AND CHANGING LIFESTYLES
Do you think that fashion reflects changes in how people live? We would like to know how
fashion in clothes has changed since your grandparents were young, and what this reveals
about changes in society in your country.
The most interesting articles will be published in the next issue of our magazine.

Write your article.
3

An English-speaking friend is writing a book on TV programmes in different countries. Your
friend has asked you for a contribution about the most popular TV programme in your country.
Your contribution should:
• briefly describe the most popular TV programme
• explain why the programme is so popular
• explain whether or not you think it deserves its popularity.
Write your contribution to the book.

4

You see this notice in the local library of the town where you are studying English.
The International Development Agency has given our town a grant to be spent on improving
transport and housing facilities.
The Planning Director invites you to send a proposal outlining any problems with existing
transport and housing facilities and explaining how they can he improved. A decision can
then he made about how the money should be spent.

Write your proposal.
5


Answer one of the following two questions based on one of the titles below.
(a) Kingsley Amis: Lucky Jim
As part of your course, your teacher has asked you for suggestions for a story to study in
class. You decide to write about Lucky Jim. In your report, briefly outline the plot and say why
you think Lucky Jim would be interesting for other students.
Write your report.
(b) John Grisham: The Pelican Brief
As part of your course you have chosen to write an essay with the following title.
`Who is the most corrupt character in The Pelican Brief? Give reasons for your views.'
Write your essay.
17


Test I

PAPER 3 USE OF ENGLISH (1 hour)
Part 1
For questions 1 12, read the text below and decide which answer (A, B, C or D) best fits each gap
There is an example at the beginning (0).
-

Mark your answers on the separate answer sheet.

Example:
0 A instruction
0

B information

C opinion


D advice

A BCD
mil

Girls and technology
If you want your daughter to succeed, buy her a toy construction set. That is the
(0)
from Britain's (1)
female engineers and scientists. Marie-Noelle Barton,
who heads an Engineering Council campaign to encourage girls into science and
engineering, maintains that some of Britain's most successful women have had
their careers (2)
by the toys they played with as children. Even girls who end
nowhere
near
a microchip or microscope could benefit from a better (4)
(3)
of science and technology.
`It's a (5)
of giving them experience and confidence with technology so that
when they are (6) ..... with a situation requiring some technical know-how, they feel
they can handle it and don't just (7)
defeat immediately,' says Mrs Barton. 'I
believe that lots of girls feel unsure of themselves when it comes (8)
technology
and therefore they might be losing out on jobs because they are reluctant even to
apply for them.'
Research recently carried (9)

suggests that scientific and constructional toys
should be (10)
to girls from an early age, otherwise the result is 'socialisation'
into stereotypically female (11)
, which may explain why relatively few girls
study science and engineering at university in Britain. Only 14% of those who have
gone for engineering (12)
at university this year are women, although this figure
does represent an improvement on the 7% recorded some years ago.
I8

.


Paper .3 Use of English

1

A foremost

B uppermost

C predominant

D surpassing

2

A styled


B shaped

C built

D modelled

3

Ain

B by

Con

D up

4

A hold

B grasp

C insight

D realisation

5

A matter


B situation

C state

D cause

6

A approached

B encountered

C presented

D offered

7

A admit

B allow

C receive

D permit

8

A for


B to

C from

D with

9

A off

B through

C forward

D out

10

A accessible

B feasible

C reachable

D obtainable

11

A characters


B parts

C states

D roles

12

A options

B alternatives

C selections

D preferences

19


Test 1

Part 2
For questions 13-27, read the text below and think of the word which best fits each gap. Use only
one word in each gap. There is an example at the beginning (0).
Write your answers IN CAPITAL LETTERS on the separate answer sheet.
Example:



0




w



H

Weather in Antarctica
The most extreme weather conditions experienced in Antarctica are associated (0)
These are simply strong winds with falling snow (13)

blizzards.

, more commonly, snow that is picked

up and pushed along the ground by the wind. Blizzards may last for days at (14) ..... time. and in
some cases it can be almost impossible for people to see. It is not unusual (15)
about a metre or (16)

objects only

away to become unrecognisable. Scientists doing research in the area

(17) ..... then confined to their tents or caravans. We think of blizzards (18)

extremely cold.

while in fact temperatures in the Antarctic are usually higher than normal (19)


a blizzard.

Major blizzards of several days in length occur more frequently in some locations than in others.
(20)

may be eight or ten such blizzards in any particular place (21)

an annual basis. They

often cause considerable damage, so that any scientific buildings or equipment constructed in
this region must be specially made to give as (22)

protection as possible.

If the weather is fine, visibility in Antarctica is usually excellent because of the clear air and the
absence of dust and smoke. (23)

this means is that people often greatly underestimate the

distance of objects and features of the landscape. Also, very large features (24)
may appear to be above the horizon, or even upside (25)

as mountains

These 'mirages', (26)

are just

tricks played by the eyes in certain conditions, have led to explorers in the Antarctic making many

errors (27)

20

judgement.


Paper .3 Use of English

Part 3
For questions 28-37, read the text below. Use the word given in capitals at the end of some of the
lines to form a word that fits in the gap in the same line. There is an example at the beginning (0).
Write your answers IN CAPITAL LETTERS on the separate answer sheet.
Example:



F

0

U N



E R

Freud and Dreams
Sigmund Freud is regarded as the (0)
has been (28)


of psychoanalysis. His work

in many areas but he is perhaps best known for
to dreams, which he believed were clues to inner

having drawn our (29)

conflicts. The fact that a dream is (30)

a disguised expression of what is

FOUND
INFLUENCE
ATTEND
ESSENTIAL

happening in the unconscious mind means that it is difficult for the dreamer
Freud believed that the sleeping mind resorted

to understand its (31)

SIGNIFY

to a whole range of unconscious wishes in forms which would prevent
the dreamer from having any (32)

of their true nature. In Freud's

AWARE


view, interpreting the meaning of the dream required a psychoanalyst with
an expert (33)

of how dreams disguise desires. The psychoanalyst's

lack of personal (34)

in the dream would enable him to see the dream

KNOW
INVOLVE

objectively.

According to Freud, dreams use a (35)

symbolic language quite

MYSTERY

different from that of waking life, but the fact is there is no hard
(36)

for believing that dreams really do reflect our unconscious wishes.

Nevertheless, Freud (37)

made a major contribution to twentieth-century


EVIDENT
DOUBT

thought and many useful insights into psychological processes have been
gained through his work.

21


L est I

Part 4
For questions 38-42, think of one word only which can be used appropriately in all three sentences
Here is an example (0).

.

Example:
0 The committee decided to

the money equally between the two charities.

I can't believe that John and Maggie have decided to
marriage.
To serve a watermelon you need to
Example:



0




5



up after 20 years of

it down the centre with a sharp knife.

L

Write only the missing word IN CAPITAL LETTERS on the separate answer sheet.

38 Sally's front tooth is very

— I'm sure it'll come out soon.

Jane has lost so much weight that all her clothes are too
The horse got

39 The thief

from the stable and started trotting towards the road.

the watch into his pocket when he thought no one was looking.

Several visitors to the castle almost
The speaker


on the newly polished floor.

a few references to the local football team into his speech, which

the audience appreciated greatly.

40 Chris arrived very early for his flight in order to be at the

of the queue when

the check-in desk opened.
My sister's got a really good
George has just been promoted to
from now on.

22

for figures, but I'm hopeless at maths.
of department so he'll be even more busy


Paper .3 Use of English

41 The restaurant
The boat
Mrs Benson

42 This is the exact


When they felt the first

out of fish quite early on in the evening.
into a storm as it neared the French coast.
the company single-handed after her husband's death.

where the famous scene from the film was shot.
of rain, they gathered the picnic together and rushed

inside.
The high

of my trip around India was definitely the trip to Calcutta.

23


Icst I

Part 5
For questions 43-50, complete the second sentence so that it has a similar meaning to the first
sentence, using the word given. Do not change the word given. You must use between three and
six words, including the word given. Here is an example (0).
Example:
0 Fernanda refused to wear her sister's old dress.
NOT
Fernanda said that

her sister's old dress.


The gap can be filled with the words she would not wear', so you write:
Example: 0

L

SHE WOULD NOT WEAK

Write the missing words IN CAPITAL LETTERS on the separate answer sheet.

43 Mauro says he prefers to do his homework on his own.
RATHER
Mauro says that
other people.

do his homework with

44 Clara said that she had not seen the missing letter.
HAVING
Clara

the missing letter.

45 It took Layla five minutes to find her car keys.
SPENT
Layla

for her car keys.




Paper 3 Use of English

46 A short meeting of the cast will take place after today's rehearsal.
BY
a short meeting of

Today's rehearsal
the cast.

47 I'll be happy to show you round the sights of my city when you come to visit me.
TAKE
It will be a
city when you come to visit me.

sightseeing tour of my

48 Rousseau painted fabulous pictures of the rainforest although he had never travelled
outside Europe.

SPITE
Rousseau painted fabulous pictures of the rainforest
travelled outside Europe.


49 It is thought that one in every five people cannot control how much they spend
UNABLE
One in every five people is thought
their spending under control.

50 My passport needs renewing because I'm going abroad this summer.

GET
I need

because I'm going abroad

this summer.

25


lest I

PAPER 4 LISTENING (approximately 40 minutes)
Part 1
You will hear three different extracts. For questions 1 6, choose the answer (A, B or C) which fits
best according to what you hear. There are two questions for each extract.
-

Extract One

You hear part of an interview with a woman who works in retail management.
1

How does the woman feel now about her first job in retailing?

A

pleased by the way she handled the staff

B


confident that it gave her a good start

C relaxed about the mistakes she made
2 What is the woman advised to do next?

A

reflect on her skills

B

volunteer for extra work

C discuss her situation with her boss

Extract Two

You overhear a woman telling a friend a story about a swan.
3 What problem did the woman have with the swan?

A

She misunderstood its intentions.

B

She underestimated the speed of its approach.

C She failed to realise the consequences of disturbing it.


4

What is the man's reaction to the story?

A

He feels he would have handled the situation better.

B

He is unconvinced by the woman's version of events.

C He fails to see quite how serious the problem was.

26


Paper 4 Listening

Extract Three
You hear part of an interview with Bruce Loader, a successful businessman who is talking about
his early life.
5

6

Why did Bruce decide to give up the idea of studying art?
A


He failed to gain a place at art college.

B

He became tired of doing representational art.

C

He was persuaded that he could not realise his ambition.

What was his father's reaction to Bruce's decision?
A

He was anxious to discuss alternative employment options.

B

He was angry that a good opportunity had been wasted.

C

He was dismissive of the advantages of higher education.

27